Royal Oak Learning Centre

Education institution number:
20533
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
18
Telephone:
Address:

684 Mt Albert Road, Royal Oak, Auckland

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Royal Oak Learning Centre

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report. 

ERO’s Judgement 

Regulatory standards 

ERO’s judgement 

Curriculum ​Meeting​ 
Premises and facilities ​Meeting​ 
Health and safety ​Meeting​ 
Governance, management and administration ​Meeting​ 

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.​ 

Background 

Royal Oak Learning Centre is one of two privately owned and operated services under the same ownership. The service owner supports a qualified centre manager and assistant manager with governance responsibilities and day-to-day operations. They lead a team of three qualified teachers and two unqualified staff. The service is culturally diverse, including small numbers of Māori and Pacific children.  

Summary of Review Findings 

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum is responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. 

The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. A range of experiences and opportunities are provided to children to extend their learning and development.  

Consistent monitoring of systems and practices is required to maintain regulatory standards.  

Key Next Steps 

Key next steps include: 

  • Strengthening the extent to which planning, assessment and evaluation demonstrates an understanding of children’s learning, aligned to the valued outcomes in Te Whāriki the Early Childhood Curriculum. 
  • Strengthening the extent to which the curriculum reflects children’s language culture and identity. 

Compliance  

​Since the onsite visit, the service has provided​ ERO with evidence that shows it has addressed the following non-compliances:  

  • Having a first aid kit that complies with the requirements of Appendix 1 (PF28). 
  • Ensuring furniture and items intended for children to sleep on are securely covered with or made of a non-porous material (PF30).  
  • Ensuring relevant emergency drills are being carried out with children on at least a three-monthly basis (HS8).  
  • Having records of the time each child attending the service sleeps, and checks made by adults during that time (HS9).  
  • Having a record of the checks made on the premises and facilities every day of operation that meets the full requirements of the criterion (HS12).  
  • Ensuring water stored in the hot water cylinder is kept at a temperature of at least 60° Celsius (HS14). 
  • Having records of excursions that include the time the excursion occurred and the signature of the person responsible giving approval for the excursion to take place (HS17). 
  • Having medication records that include a record of written authority from parents for the administration of medication in accordance with the requirement for the category of medication and a complete record of all medication given to children attending the service (HS28).   
  • Having records of training and information provided to adults who administer medication to children while at the service (HS29). 
  • Ensuring all children’s workers who have access to children are safety checked and a record of all safety check results kept (GMA7A). 
  • Having enrolment records that meet the requirements of the Early Childhood Education Funding Handbook (GMA10). 

Next ERO Review  

​The next ERO review is likely to be an Akarangi | Quality Evaluation. ​  

Patricia Davey 
Director of Early Childhood Education (ECE)  

​18 January 2024​   

Information About the Service 

Early Childhood Service Name​Royal Oak Learning Centre
Profile Number20533
LocationRoyal Oak, Auckland
Service type ​Education and care service​ 
Number licensed for 32 children over the age of two 
Percentage of qualified teachers  ​100%​ 
Service roll 29 
Review team on site November 2023  
Date of this report ​18 January 2024​ 
Most recent ERO report(s) Education Review, November 2019; Education Review, April 2016  

General Information about Assurance Reviews  

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.  

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.  

ERO undertakes an Akanuku | Assurance Review process in any centre-based service: 

  • having its first ERO review – including if it is part of a governing organisation 
  • previously identified as ‘not well placed’ or ‘requiring further development’ 
  • that has moved from a provisional to a full licence 
  • that have been re-licenced due to a change of ownership 
  • where an Akanuku | Assurance Review process is determined to be appropriate. 

Management Assurance on Legal Requirements 

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to: 

  • curriculum 
  • premises and facilities 
  • health and safety practices 
  • governance, management and administration.  

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing: 

  • emotional safety (including positive guidance and child protection) 
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures) 
  • suitable staffing (including qualification levels; safety checking; teacher certification; ratios) 
  • relevant evacuation procedures and practices.  

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through: 

  • discussions with those involved in the service 
  • consideration of relevant documentation, including the implementation of health and safety systems 
  • observations of the environment/premises, curriculum implementation and teaching practice.  

Royal Oak Learning Centre - 06/11/2019

1 Evaluation of Royal Oak Learning Centre

How well placed is Royal Oak Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Royal Oak Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Royal Oak Learning Centre is an established, privately-owned education and care service for children aged between three and five years. Children enrolled at the centre are from diverse ethnic groups, including Chinese, Indian and Southeast Asian. A small number of Māori children are also enrolled.

The owners operate a nearby centre for infants and toddlers. Daily management of both centres is the responsibility of a recently appointed centre manager. At this centre for older children, there is a head teacher, two other qualified teachers and an unqualified staff member.

ERO's 2016 report noted the centre's sustained commitment to a child-led learning philosophy. It recommended that new management systems be embedded and that developing shared expectations for teaching practices was a priority. Some progress has been made in these areas.

The Review Findings

Children at this centre are self-managing, confident learners who initiate their own experiences and activities. They access a wide range of natural resources, often gathered during excursions to a nearby park. There are very good opportunities for children to engage in creative, imaginative and sustained play.

Routines support children's sense of belonging at the centre well. Teachers have a strong commitment to the philosophy of children learning through play. They observe children's play without redirecting or intervening too closely. Teachers could strengthen their response to spontaneous situations where intentional adult input could add complexity to children's learning. Teachers could benefit from professional development to build their knowledge and understanding of Te Whāriki 2017, the revised early childhood curriculum.

Teachers know children well. They celebrate and respect children's diverse ethnic backgrounds. Aspects of te reo and tikanga Māori are included in the programme. Literacy, mathematics and science learning is incorporated into children's learning experiences. Teachers notice children's interests and strengths, and plan how to respond. They could strengthen this practice by planning for valued learning outcomes and dispositions, in addition to the provision of resources.

Teachers record and analyse children's individual and group learning well. They seek information from parents about their hopes for their child. Teachers could now record how they respond to information shared by parents. They could also more regularly record how children's learning has progressed over time.

The head teacher and teachers work collaboratively. There is a strong team culture. A cycle of review has been established. Teachers regularly discuss the improvements they make to the environment and resources. They could now focus on how they could change or improve their own teaching practices, individually and as a team. This should include evaluating the impact of teaching practices on children's learning.

Continuing to improve the process of teacher appraisal is a priority for the owners and manager. This process must be linked to Teaching Council standards and include observations of teaching practice. Specific long-term improvement goals for this centre now need to be developed and monitored. The involvement of teachers in evaluating progress towards these goals is important.

Key Next Steps

Key next steps for improvement include managers and teachers:

  • increasing their knowledge and use of Te Whāriki 2017
  • evaluating and recording the impact of teaching practices and curriculum experiences on children's learning
  • implementing a staff appraisal process that meets Teaching Council requirements
  • evaluating and documenting progress towards centre-specific long-term goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Royal Oak Learning Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Since the onsite visit the service has provided ERO with evidence that shows it has taken steps to address the following non-compliance areas:

  • A Fire Evacuation Scheme approved by the New Zealand Fire Service
  • Medication records include evidence of parental acknowledgement that medication was administered
  • Appointment policies and processes include safety checks that meet the requirements of the Children's Act 2014.

Licensing Criteria for Early Childhood Education and Care Services 2008; HS4,28, GMA7A.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

6 November 2019

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

LocationRoyal Oak, Auckland
Ministry of Education profile number20533
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for32 children aged over 2 years
Service roll28
Gender compositionGirls 17 Boys 11
Ethnic compositionMāori
NZ European/Pākehā
Chinese 
Indian 
Southeast Asian 
other ethnic groups


9
6
4
2
Percentage of qualified teachers80% +
Reported ratios of staff to childrenOver 21:8Better than minimum requirements
Review team on siteAugust 2019
Date of this report6 November 2019

Most recent ERO report(s)

 

Education ReviewApril 2016
Education ReviewFebruary 2013
Education ReviewFebruary 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Royal Oak Learning Centre - 11/04/2016

1 Evaluation of Royal Oak Learning Centre

How well placed is Royal Oak Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Royal Oak Learning Centre is an established education and care service for children aged from three to five years. It occupies an older style renovated house in suburban Auckland. Since ERO's last review in February 2013, the centre has been relicensed under the 2008 Early Childhood Services regulations.

Staffing changes since 2013 include the appointment of a team leader and two new teachers. The induction of new staff, together with outdoor improvements and implementing a revised centre philosophy have been the focus of centre developments. Centre leaders are confident that recent changes in management and leadership will strengthen self-review.

The privately owned centre operates closely with the owner's nearby infants and toddlers centre. Many of those children transition to the learning centre at around three years of age. Staff work flexibly between the two centres. As a consequence they know the children well and build meaningful relationships with parents and families.

ERO's 2013 review identified the centre's commitment to a child led learning philosophy and to respectful interactions that underpin that philosophy. These features have been sustained. Learning opportunities for children have been further enhanced by well planned improvements in the outdoor area. Further development is needed now to embed new management systems, and promote shared expectations of teachers in relation to the centre's philosophy and practices.

The Review Findings

The centre owner and long serving staff share a deeply held commitment to the principles ofTe Whāriki, the early childhood curriculum, and to the philosophy of learning through play. Children are encouraged to explore the environment, initiate their own activities, and seek their own resources. There is minimal interruption to children's learning. Teacher observe and support children's play without redirecting or engaging too closely in the process.

Positive outcomes of this approach to self-directed learning are seen in the ways children immerse themselves in extended activities both individually and in collaboration with others. Children communicate and problem solve as they engage in imaginative and sustained play throughout the day. In some group play contexts, children extend their learning through complex and challenging interactions.

Children access a wide range of natural resources, including those gathered on regular excursions to a nearby park. The large shaded outdoor area includes gardens, running water, sand, shell and mud. Tactile experiences and physical activity support genuine and authentic learning opportunities. Indoor activities are also well resourced. Children's creativity is actively promoted and evident in their construction, family play and art work.

Teachers value and respect children's diverse cultural and language backgrounds. Programme planning is well documented with photos and stories that allow children and families to revisit previous learning experiences. Teachers record their observations and comment on children's learning progress in individual portfolios they share with children and parents.

Literacy and numeracy learning is incorporated into many areas of children's play. Children are capable and confident communicators. They make friends, and develop independent learning skills. Teachers notice children's dispositions for learning and respond to their interests and strengths. Centre staff are continuing to seek ways to strengthen learning partnerships with parents and local schools.

Teachers attend regular team meetings to review the learning programme and discuss professional practice with centre leaders. Centre managers agree that greater clarity around the expectations and roles of teachers would better support the induction of new staff. The planned introduction of a new teacher appraisal system could also improve the ways staff receive feedback about their practice.

The team leader is strengthening her leadership role. This includes managing and appraising the teaching team, promoting the centre philosophy and supporting children's transition from the infant and toddlers centre. Centre managers are also successfully addressing ERO's 2013 report recommendation regarding the development of bicultural practices in consultation with Māori whānau.

Self review is not yet a strength of centre management. Capability to evaluate progress in relation to goals and priorities is likely to improve as centre leaders become more strategically focused. The centre's commitment to providing positive outcomes for children and sustaining good early childhood practice will be further enhanced as self-review processes are systematically implemented.

Key Next Steps

ERO and centre managers agree that priorities for centre development include:

  • implementing a staff appraisal process that aligns with Education Council requirements
  • building a collaborative team culture based on shared expectations and constructive feedback
  • clarifying and supporting the leadership role of the new team leader
  • implementing goal-focused, and evaluative self-review processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Royal Oak Learning Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Royal Oak Learning Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

11 April 2016

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

LocationRoyal Oak, Auckland
Ministry of Education profile number20533
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for32 children, including up to 2 aged under 2
Service roll39
Gender compositionBoys 21 Girls 18
Ethnic composition

Māori

Pākehā

Pacific

Chinese

South East Asian

other Asian

other

6

12

7

4

3

4

3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:8Better than minimum requirements
Review team on siteJanuary 2016
Date of this report11 April 2016
Most recent ERO report(s)Education ReviewFebruary 2013
Education ReviewFebruary 2010
Education ReviewMarch 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.